Your SlideShare is downloading. ×
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Proposal e learning
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Proposal e learning

2,761

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
2,761
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
95
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Global Development Learning Network Indonesia Proposal for content development Batch-2Principal investigator: Yova Ruldeviyani Directorate General of Higher Education Ministry of National Education
  • 2. CONTENTCONTENT.................................................................................................................................2CHAPTER 1 ..............................................................................................................................4NEEDS ASSESSMENT............................................................................................................4 1.1 The Course.......................................................................................................................5 1.2 Grade Data .......................................................................................................................6 1.3 Information Technology Infrastructure Evaluation .........................................................7 1.3.1 IT Infrastructure at Faculty of Computer Science, University of Indonesia ............7 1.3.2 IT Infrastructure at Computer Science Study Program, Faculty of Mathematics and Science, Universitas Udayana - Bali..................................................................................8 Quantity..................................................................................................................8 1.3.3 IT Infrastructure at Information System Study Program, Faculty of Technology Science, Universitas Islam Negeri Riau.............................................................................8 1.4 Syllabus ...........................................................................................................................8CHAPTER II............................................................................................................................11INSTRUCTIONAL GOAL......................................................................................................11CHAPTER III...........................................................................................................................13METHODOLOGY...................................................................................................................13CHAPTER IV..........................................................................................................................14ORIGINALITY........................................................................................................................14CHAPTER V............................................................................................................................15IMPLEMENTATION PLAN...................................................................................................15 5.1 Design Phase..................................................................................................................15 5.1.1 Subject Matter Design.............................................................................................15 5.1.2 Learning Management System Design...................................................................17 5.1.3 Evaluation Design...................................................................................................19 5.1.3.1 Methodology Evaluation..................................................................................19 5.1.3.2 Teaching Evaluation.........................................................................................20 5.2 Development .................................................................................................................21 5.2.1 Content Development..............................................................................................21 5.2.2 LMS Development..................................................................................................21 5.2.3 Evaluation Development.........................................................................................21 5.3 Deployment....................................................................................................................21CHAPTER 6.............................................................................................................................22SCHEDULE, BUDGET, AND TEAM....................................................................................22 6.1 Schedule.........................................................................................................................22 6.2 Budget............................................................................................................................23 6.3 Team...............................................................................................................................25 2
  • 3. Appendix 1: Syllabus of DPBO in Universitas Udayana.........................................................29Appendix 2: Programming Assignment...................................................................................30Appendix 3: Teaching Guidance (Module 1)...........................................................................32..................................................................................................................................................33Appendix 4: Worksheet 1.........................................................................................................34CURRICULUM VITAE..........................................................................................................36 Phd Student, ............................................................................................................39 AiO (Assistant in Opleiding)....................................................................................39 Bachelor of Science in Computer Science, .............................................................39 Operational semantic of UNITY, Utrecht, AiO.......................................................39 xMech, Utrecht, AiO................................................................................................39 AGMech, Utrecht, AiO............................................................................................39 Developing Technology for Specifying and Generating Critical Data Processing Program, Menristek NKRI, RUTI............................................................................39 Verification and Visualization of Component Software, Dikti, Hibah-B................40 Library !Unity & compositional theory di HOL,.....................................................41 XMech- Verification tool .......................................................................................41 LinguSQL ...............................................................................................................41LETTER OF INTENT.............................................................................................................43 3
  • 4. CHAPTER 1 NEEDS ASSESSMENT The Fundamental of Object Oriented Programming is an obligatory course inalmost all Computer Science Department. This course teach the concept and technique ofObject Oriented Programming within the introduction of Computer Science. The languagewe use here is Java (tm). This course is the second programming course. The first course isFundamental of Programming which only cover and focus on teaching the structuralprogramming concept and technique. Both of this programming course is the basic coursewhich all computer science student should have. Nowadays there are many programming languages being developed and used. It isquite difficult to choose which of them should be taught to the student in order to preparethem into the industrial working environment. Since it is impossible to be sure whichprogramming language will be used by the time our students work, some institution teachseveral programming language. The drawback of that decision is that it is difficult to providethe students with deep knowledge of programming. The students are force to focus on severaldialects from several programming language. It would be difficult for the students tounderstand deepr about the concept. Therefore the students are less capable on adapting theirprogramming skill in other programming language which may emerge when the studententering their working environment. As we know, actually much of the programminglanguage used by the industry are based on structural programming and Object OrientedProgramming concepts. Based on that perspective, this course will focus on the ObjectOriented Programming Concept, and not depent on specific programming language.However, the Java (tm) programming language is chosen here as the concrete language toexamine the concept. We would expect by a deep understanding of the concept, the studentwill be able to adapt their knowledge to other programming languages. Based on the importance of this course, we propose a better teaching methodologybased on the idea of Student Centered Learning which has been supported by a system calledSceLE made by Faculty of Computer Science University of Indonesia. With this system theteaching material can be accessed by the student any time and any where (assuming internetconnection). Not only that, the material in this system is design for active learning and focusto the student interest, need and availability. Each student can define their own way of 4
  • 5. studying. The advantage of this teaching methodology is known dispite of the debate amongteacher which usually come from the ability and availability of the system but not on themethodology itself. The student of University of Indonesia has been prepared for this type ofteaching methodology by the PDPT program which consistenly promote the CollaborativeLearning and Problem Based Learning methodology. Since the advantages of thismethodology is known, sooner or later all universities in Indonesia will adopt thismethodology as well. Dispite of the importance, this course also has the characteristic of a course that canbe selfstudied individually our in group without much need of traditional in class teaching.Therefore the Student Centered E-Learning proposed by SceLE is suitable for this coursebecause it will encourage the student to actively participate and collaborate during thelearning process. The SceLE is already familiar in Faculty of Computer Science. It has beenused at least in the last two semesters to optimize the learning process. Scele facilitates thecommunication between teacher and students, and among the students themselves. It alsobeing used as electronic repository of courses including the teaching material, teachingschedule, news, Quiz, and worksheets. Based on our experience in the last two semester,SceLE has optimized the communication between student and teacher, and also among thestudents themselves.1.1 The Course The course of this content development proposal in : Fundamental of Object OrientedProgramming or just Object Oriented Programming in some other institutes. This proposal is a joint work between three institutes: • Faculty of Computer Science, Universitas Indonesia The Undergraduate Program Faculty of Computer Science University of Indonesia is dedicated to produce well prepared graduates in the field of computer science which can compete in the computer science industry or continue their higher education. To support this a balance curriculum between theoritical and practical aspects is prepared. In addition the curriculum is also made flexible to adapt the emerging of new technologies. 5
  • 6. • Computer Science Study Program, Faculty of Mathematics and Science, Universitas Udayana Universitas Udayana is oponed at August, 17, 1962 and is one of the oldest university in Bali province. Before that, at September 29, 1958, there was Faculty of Literacy as a branch of Universitas Airlangga located at Surabaya. The faculty was the embryo of Universitas Udayana and has a significant contribution for the development of Universitas Udayana. • Information Tecnology Study Program, Faculty of Technology Science, Universitas Islam Negeri Sultan Syarif Kasim Riau1.2 Grade DataFaculty of Computer Science, Universitas Indonesia Below is the table of Fundamental of Programming grade summary of last year in theFaculty of Computer Science. Table 1. Grade result of DPBO Year - A A- B+ B B- C+ C D E Total Semester 2005 - 2 13 13 23 15 11 9 5 12 8 109 % 11,9 11,9 21,1 13,8 10,1 8,3 4,6 11 7,3 100 The graduation rate of this course is 81.7 %. The failure rate (which is 18.3%) isconsidering low, however it is unfortunate to get such a failure rate considering that: 1. High quality of input of students at Faculty of Computer Science, University of Indonesia. The SPMB score of students were one of the top third nationally. Therefore, the study method and delivery method of this course need to be upgraded to reduce the failure rate. 2. DPBO course is a mandatory course and a prerequisites for other courses related to programming. 6
  • 7. Computer Science Study Program, Faculty of Mathematics and Natural Science,Universitas Udayana – Bali The course syllabus of DPBO at Universitas Udayana can be seen at attachment 1.However, information about their students was not received at the time of this proposal iswritten.Information System Study Program, Faculty of Technology Science, Universitas IslamNegeri Riau Number of students for the course is about 40 students with many of them receivedgrade B. Eventhough B is considering a good grade, still it cannot be considered as a successsince there is a possibility of lowering the course material and exam standards to reduce thedifficulty rate considering the student ability and skills.1.3 Information Technology Infrastructure Evaluation1.3.1 IT Infrastructure at Faculty of Computer Science, University of IndonesiaTo support the education process, Fasilkom UI provides many facilities:Computer LaboratoryFasilkom-UI has 250 PCs distributed in many computer labs.BuildingFasilkom-UI has three buildings in Depok. All classes are equipped with a computerconnected to the Internet and Air Conditioner. Almost all courses are delivered using a LCDProjector.LibraryThe library of Fasilkom UI has about 10.000 collections of books, thesis, research report,magazines, hournals, and also software. A digital library system is also available to helpsearching the collections. 7
  • 8. 1.3.2 IT Infrastructure at Computer Science Study Program, Faculty of Mathematicsand Science, Universitas Udayana - BaliUPT Computer Science Study Program at Faculty of Mathematics and Science, UniversitasUdayana has provided: No Laboratorium Name Quantity 1 Laboratorium Komputasi 25 2 Laboratorium Pemrograman 25 3 Laboratorium Rekayasa Perangkat Lunak 10 4 Laboratorium Jaringan Komputer 10 5 Laboratorium Statistika 20 6 Laboratorium Terapan 10 In Total 1001.3.3 IT Infrastructure at Information System Study Program, Faculty of TechnologyScience, Universitas Islam Negeri Riau However, information about their infrastructure description was not received at thetime of this proposal is written.1.4 SyllabusOverview DPBO course introduces systematically various concept and techniques of objectoriented programming. The course is designed to develop students critical thinking ondesigning and implementing a program to solve problems. Various theories and techniques ofprogramming concept are discussed in details. Students will be asssigned to practice their programming skills by developing a smallapplication. Students will learn many methodologies and programming techniques using various tools for analysing and designing program. The course consists of 16 sessions where 2 of them will be used for mid exam andfinal exam, and 4 of them will be used for group assignments. 8
  • 9. ReferenceRequired Text: Deitel (2005), JAVA How to Program, 6th ed, Pearson Education, Inc., NewJersey, USA.Suggested Texts: - Bruce Eckel, Thinking in Java, 3rd ed. Revision 4.0, Prentice Hall / Pearson Education, 2002 ISBN 0-13-100287-2 (free e-book available) - Larman, C., 2005, Applying UML and Patterns : An Introduction to Object-Oriented Analysis and Design and Iterative Development, 3rd Ed., Pearson Education, Inc., Massachusetts, USA. - Thomas, C.W., 1999, An Introduction to Object-Oriented Programming with Java, McGraw-Hill Companies, Inc., Singapore.SyllabusNo Topics Sub-topics Reference More Info1 Introduction to Object 1.1 Overview Chapter 1, 2 Syllabus, Modul 1.2 What is Object 1, and Personal 1.3 History of OO Worksheet 1.4 Why OO 1.5 Compiling and Executing Java Program 2 Classes and Objects 2.1 Classes and Chapter 3, 6, 8 Modul 2, Quiz, Objects Personal Concept Worksheet 2.2 Access Modifier Types 2.3 Instance Variables 2.4 Methods 2.5 Operators 2.6 Data Types 9
  • 10. 3 Control Statements 3.1 Algorithms, Chapter 4, 5 Modul 3, Pseudocode Personal 3.2 Control Worksheet Structures: if, if…else, and switch statement 3.3 Control Repetitions: while, do… while, for 3.4 Other controls: break and continue4 Data Structure: Arrays Chapter 7 Modul 4, Group Worksheet5 Inheritance 6.1 SuperClass and Chapter 9 Modul 5, Quiz, SubClass Group Concept Worksheet 6.2 Interface6 MID Exam7 Polymorphism Chapter 10 Modul 6, Quiz, Personal Worksheet8 Files and Streams Chapter 11 Modul 7, Quiz, Group Worksheet9. Exception Handling Chapter 13 Modul 8, Personal Worksheet10. Recursions and Iterations Chapter 20 Modul 9, Personal Worksheet11. Object Oriented Analysis UML Modul 10, and Design Group Worksheet12. Final Exam 10
  • 11. CHAPTER II INSTRUCTIONAL GOAL The use of E-Learning brakes the multi dimension of time and space limitation inlearning. Below is the comparison table of teaching characteristic and their E-Learningequivalence on each teaching strategies. Table 3. The similarity of Learning Strategic between Web-based Learning and Classical Learning (Klobas dan Renzi, 2000) Strategy Characteristic Similarity with online system Presentation Lecturer presents the Text or presentation source in HTML formatted, material in front of the class. web pages contain text, table, presentation, audio-video source can be accessed and distributed. Laboratorium The student completes the Activities is prepared by using www or Practice assignment that has been multimedia, the student can access them from designed to develop skills, the website. frequently direct demonstration or recorder that was prepared by the lecturer. Directed Student works alone (usually Text, references, and activities are prepared by Instructions in his place) to learn the text web technology or distributed from the and exercises. webpages. Conference or Students work in small Discussions or conferencing software tutorial group, discuss about a topic, a case, or text with the guidance of lectuere. Consultation The student (individual or E-mail, chat, audio-video conferencing. small group) meets the lecturer to solve the problem or the guidance topic. Collaboration Students work together and A software for discussion, e-mail, chat, audio- Learning collaborate with other video conferencing, especially for students to learn the communication and working collaboration tool. materials that has been given from the lecturer. A very motivating comparison is on group discussion. The online discussion can beconducted synchronously or asynchronously which allow more time and possibility than theface-to-face discussion. It encourage the student to participate in the discussion actively. It ismostly because in online discussion, students has more time to think and to expressthemselves compare to direct oral discussion without written text [Locatis, 1999]. 11
  • 12. Based on [Bilton Ward, 1997], the student interaction in group discussion requiredmore time and the result is usually shallow unless the discussion is facilitated by qualifiedteacher which may not exists in all teaching institutes. The availability of networkconnectivity allow to fullfil the lack of qualified teacher, especially in distance learningenvironment [LeJeune, 1999]. The qualified teacher can participate in some remote groupdiscussion using the network without have to go anywhere. The use of online communication method can improve the quality of teaching asmentioned above. Based (Klobas dan Renzi, 2000) in [Sunarini 2003] those onlinecommunication are: Distribution list, Forums and Coferencing, Chat, Desktop Audio-Video,Integrated Tools. Table 4. Online communication features and a given responsitivity behaviours Online Features Responsitivity Communication Development E-mail Asynchronous Low to middle communication rate, usually only text, but we can add attachment and HTML enhancement Distribution List Asynchronous Low communication rate, only using text, but we can add the link to websites or objects or documents. Forums & Asyncronous Low to middle communication rate, usually only text, but we Conferencing can add attachment and HTML enhancement Chat Synchronous Low communication, only text, we can do that in the same time. Synchronous Middle to complex communication, depends of the network and supporting hardware. Desktop Audio-video Asynchronous Simple communication, sometimes a response can be lost. Synchronous/ Integrated Device Asynchronous Variety, depends on the using tools. 12
  • 13. CHAPTER III METHODOLOGY The using paradigm of LMS and digital content in e-learning process is student-centered, where the focus of learning is the student. The characteristics of student-centeredare: (1) students must be actively in learning process, where the role of the lecture is as acoach or facilitator to guide the learning process, (2) students can choose the road of learningfreely, including the way to reach their goals, and (3) the social interaction in discussion isthe most important to get knowledge in student-centered learning environment. In web-based distance education learning design, there are 2 general approaches: fullonline and dual mode. Full online where all learning activities are done with the using ofinternet media. Not just an activity, the learning design is included in LMS. For dual mode,Online learning activity is only as the supporting of conventional learning activity. Thismodel will influence the using of communication media, because student can communicatedirectly (face to face), with other students and lecturer staffs. Then, to improve the intensityand the quality of communication with communication tools, needs learning design where thelecturer control will be intensively in LMS like intensively monitoring and rewards granting.Monitoring and rewards granting can be used, if learning activity is “live”. The effectivity of LMS using, especially communication tools, can be reach with theinvolvement of lecturer staff in online discussion. On another hand, to protect studentcentered paradigm, the percentage of the involvement lecture staff is planned as minimum,acts as a trigger, creates activity design actively and prepares resources, including givesfeedbacks.. 13
  • 14. CHAPTER IV ORIGINALITY Two scenario methods in delivering the learning materials will be used: (1) Face toface method, and (2) Web-based learning method. In addition, materials enrichment usingCL/PBL for this course guided by local tutor will improved the successfulness of the course. SCeLE, The Learning Management System (LMS) used for the course is a systemthat will manage the process of learning by providing many facilities for students, lecturers,and also system administrator. SCeLE is developed based on an open source system calledMoodle (Modular Object Oriented Dynamic Learning Environment). The main developmentstrategy is the integration of digital library, learning object manager, and course graph andgraph Assessment. 14
  • 15. CHAPTER V IMPLEMENTATION PLANPhases for developing e-learning materials for this course can be divided into threephases: (1) (2) (3) Design Development Deployment (1) (2) (3) Design Development Deployment Picture 1. Implementation Phases5.1 Design Phase5.1.1 Subject Matter Design Materials development is an activity to produce materials that can be used andhas the capacity for e-learning. Developing such a material is not as simple asdeveloping conventional materials since it will not be just textual based. An e-learning materials is multimedia based and it must has the capability to analyse theprogress of the students. In developing an e-learning material, the lecturer mustcooperate with an instructional designer which is an expert in learning design anddelivering technique. The lecturer will also need a developer that will create the e-learning materials. Subject Expert Content Development Instructional Developer designer
  • 16. Picture 2. Various parties in Content DevelopmentStudents learning ability are not the same. They also have different style of learning.To accomodate different type of student, the teaching material has to be made to servedifferent style of learning. There will be three level of teaching material. : q Presentation form material (e.g. Power Point file) - Level 1 This type of teaching material support student who already know the topic but would like to revise it again quickly. To encourage the student actively search for more material, it is suggested not to provide complete material in the slide. It is sufficient to just put the main point and let the student actively complete the knowledge from other source, discussion, qu or assignments. It is also important to attach the slide with information of related chapter in the textbook. q Presentation and Narration - Level 2 This type of teaching material is suitable for student who has not received the material before. The narration will help the student to understand the material. It gives an explanation of the slide. The narration can be in the form of audio, animation, picture, video or even additoinal text notes. The narration is expected to be the teacher replacement of traditional class teching process. Reference - Level, 3 This reference teaching material consists of background information about the subject. This background information is important for the student to improve the understanding and strengthen their motivation. In lMS such as SCeLE. The material organization is not related to other two level. The teaching material can be accessed from all courses in LMS. The material can be made directly by the lecterer in the form of power point file or Acrobat reader file. Any reference to world wide web or other course is categorized as level 3 teaching material. In order to avoid plagiarism and cheating, we need to enforce the copyright inthe content development. We expect a collaboration with the publisher of the textbook we use in the courses.
  • 17. 5.1.2 Learning Management System Design In simple word, LMS is defined as a system that organize the learning processusing several facility to all learning participant including lecturer, student, assistant,manager, and system administrator. We would like to develop LMS based on anopen source software named Moodle (Modular Object Oriented Dynamic LearningEnvironment). The important addition and contribution to the current system are:integration with digital library, Learning Object Manager, Course learning path, andAssesment path. Below are the requirement analysis of the e-learning system which support thestudent centered paradigm: • Content Management This functionality serves the need of the lecturer (or student facilitator) to prepare and organize the course including course material, defining rules and defining students who can enroll in the course. • Material Management. This functionality organizes all courses taken by a sttudent. In each course, the standard information about the course is presented such as the Course Description, Teaching Plan, Student hand out, Learning Path which shows the relation between modules, and also more detail information regarding each module. The online library serves the same functionality as in main page. The Upcoming events shows the latest activity related with the course. • User Management This module is used by the system administrator to maintain the user authentication of the system. • Communication Tools. There are two types of communication : • Asynchronous Type. The users do not communicate in realtime e.g. electornic mail and discussion forum. • Synchronous Type. The users communicate in realtime regardless the location e.g. chatting and teleconference. • Evaluation Tool, The course evaluation such as exam, quiz or assigment can be facilitated by the LMS including automatic grading for objective test.
  • 18. • Digital Library. With this integrated feature, the student can directly search for any reference required by the course in one step. The success of the LMS in the learning process depends on activeparticipation in conducting their job of all roles especially the administrator, lecturerand student.The roles of Administrator are as follows: 1. Organize the general facility in LMS. 2. Set-up the course of the coming semester and arrange the correct access right for the lecturer.The roles of Lecturer are as follows: 1. Maintain the learning process in LMS during the course. 2. Develop the learning path, module relation and assesment path diagram. 3. Develop the course information including the lecture plan. 4. Develop the teaching material which can be aceesed by all student through LMS.The role of the student is : One of the success criteria of this learning process is the active participation ofthe student in accessing the teaching material dan contribution in the discussion forumwith lecturer or with other student. Students are encourage to actively use LMS forthat purpose. Since there are several roles in the system, the access right should also reflectthose roles. Student only able to access teaching material and participate in discussionwhile lecture and administrator has more right. Not only the right but also the expiryperiod of the right should also be made, for example, student will not be able to accessthe LMS once the student graduated. For security reason, lecturer can expel a student from his course which is notregistered administratively. For new student, they will receive a new LMS accountfrom the administrator to be able to use the LMS.
  • 19. 5.1.3 Evaluation Design5.1.3.1 Methodology Evaluation We are much concern that the student could received a more knowledge andcapable to efectively use their time and facility to learn more by themselves.This proposed teaching methodology is evaluated by these criteria: 1. The improvement of grades distribution. 2. The improvement of the given teaching material.We need to: 1. Have the grade distribution of the previous semester 2. Have additional exam (between midtest and final exam). This additional exam is made as equal as the previous final exam in term of teaching material to be evaluated. We argue that with the new teaching methodology, we will be able to provide the student with sufficient understand at least as much as the complete semester of the teaching without e-learning but before the end of the semester. 3. The teaching material given after the additional exam, should be evaluated as additional knowledge. Therefore the final grading should be made as such that the grade that evaluated the students understanding of the additional material is the additional point (bonus). This e-learning methodology also relies on the maturity and motivation ofstudent. Since we cannot guarantee those two expectation. The methodology has toprovide means to enforce the maturity and motivation of student. The enforcement will be in the form of weekly assignment. The student shouldsubmit their working sheet by the end of each week. This working sheet shows thatathe student already studied and understand the given material of the week. However,this weekly submission system is still vulnareable of cheating especially since theworking sheet usually required short and identical answer. Here come the necessity touse e-learning support tool such as SCeLE. The SceLE system record all student
  • 20. activities on the system. Therefore we could received sufficient feedback from thesystem which show which student really conduct their self study. This information isneeded to evaluated which students really conduct the e-learning scheme and howactive they are. The more active they are, the more justifiable the comparison will be. Although we are able to evaluate how well the student follow the e-learningscheme, we still need the information about how easy the student to follow the e-learning scheme. It is possible that the students are not active doing e-learningbecause of the difficulty of the system or the availability of the system itself. Toenquiry this possible condition, we will provide survey and monitoring the availabilityof the internet connection and system.5.1.3.2 Teaching Evaluation As in common teaching activities, we need to evaluate the studentunderstanding of the course. We will still conduct the common evaluation methodssuch as the mid-exam, final-exam, hand-on assignments and quizes. As mentionedabove, we also need to evaluate the student understanding with regards to the previouscurriculum expectation, by additional exam before the final exam. This additionalexam result is the one that we need to compare with the final exam of the previousteaching scheme. We still need to evaluate the additional teaching material. It will beconducted as final-exam. Problem Data collection Design and Testing and Result FinalFinalisasi IdentificationIde and Implementation analysisUjicoba instrumen ntifikasi literaturePengum Perancangan instrumen dan analisa hasil masalah pulan data dan dan Picture 3. Phases on developing evaluation instruments
  • 21. 5.2 Development5.2.1 Content Development Based on the previous content design, each session will be implemented baseon the course outline. The content will consist of text, graphics, animation, audio andvideo.5.2.2 LMS Development Most of the LMS components for e-learning are available in SceLE. However,some components are needed to be enhanced futher (i.e. the capability of the systemfor personalization).5.2.3 Evaluation Development Instruments for evaluating the successfulness of the program need to bedeveloped for each session/topic as an addition to mid exam and final exam. Eachinstrument will be tested first before implemented.5.3 Deployment The course will be implemented in three locations: UI, UIN, and UNUD. Thecourse will be offered in even semester for first year student and the programminglanguage used is Java.
  • 22. CHAPTER 6 SCHEDULE, BUDGET, AND TEAM6.1 Schedule Table 5. Schedule Kegiatan 1 2 3 4 5 6 7 8 9 10 11 12Analisis &DesignDevelopmentTry-outEnhancementDeploymentEvaluation1-2, 1-4, 2-5, 5-7, 6-11, 4-12 22
  • 23. 6.2 Budget Table 6. Budget Cost Component Unit Cost per Unit Duration Cost per Description component Communication Cost: • Video Conference hours $100/hour 9 hours $ 900 3 x video conference, @ 3 hours • Telephone Rp. 3.000.000,00 Books 3 package Rp. 1.500.000,00 From start Rp. 4.500.000,00 Hardware: • Multimedia 2 unit Rp. 8.000.000,00 From start Rp. 16.000.000,00 Computer • Printer 1 unit Rp. 2.000.000,00 From start Rp. 2.000.000,00 • Voice recorder 3 buah Rp. 2.500.000,00 From start Rp. 5.000.000,00 • Flash Disk 3 buah (@ 2 Rp. 300.000,00 From start Rp. 900.000,00 Giga) • CD/R, Software, etc Rp. 1.500.000,00 Travelling Cost return Rp. 2.500.000,00 2x travel to 2 Rp. 10.000.000,00 destination Office Supplies Rp. 6.000.000,00 Workshop Rp. 10.000.000,00 Renumeration: • Subject Specialist 3 months Rp. 1.500.000,00 Design phase Rp. 4.500.000,00 23
  • 24. • Subject Specialist 3 months Rp. 1.000.000,00 Design phase Rp. 3.000.000,00 Assistant • Lecturer 9 months Rp. 1.000.000,00 Development & Rp. 9.000.000,00 Deployment phase • IT Specialist 12 months Rp. 500.000,00 Whole phases Rp. 6.000.000,00 • Instructional Design 6 months Rp. 1.000.000,00 Design & Deploy Rp. 6.000.000,00 Specialist phase • Local Tutors 6 months (x 2 Rp. 1.000.000,00 Deploy phase Rp. 12.000.000,00 persons) Grand Total Rp. 99.400.000,00 + $900Total budget requested for this grant is Rp. 99,400,000 (ninety nine million and four hundred thousands), excluding the cost of videoconferencing $900. 24
  • 25. 6.3 Team Table 7. Members of Team No Name Role 1. Yova Ruldeviyani, M.Kom Subject Specialist & Lecturer 2. Ade Azurat, S.Kom Subject Specialist Assistant & IT Specialist 3. Azmi Sukainah, MSc Instructional Design Specialist 4. Zurni Gusra, S.Kom Local Tutor from UIN Riau 5. Local Tutor from UNUD 25
  • 26. REFERENCE[Has05a] Hasibuan, Zainal A. and Santoso, Harry B., The Use of E-Learning towards New Learning Paradigm: Case Study Student Centered E- Learning Environment at Faculty of Computer Science-University of Indonesia, icalt, pp. 1026-1030, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT’05), 2005.[Has05b] Hasibuan, Zainal A., Issues and Strategies to Develop Learing Management System and Content Development, ISEL 2005, Kinibalu, Malaysia.[Has05c] Hasibuan, Zainal A. and Santoso, Harry B., Online Academic Administration System to Support Distance Learning at Faculty of Computer Science, University of Indonesia, IADIS International Conference, Avila, Spain, 2004.[Har04] Santoso, Harry B. and Budi, Indra, Computer-Mediated Learning dengan Pendekatan Collaborative Learning/Problem-Based Learning: Studi Kasus Universitas Indonesia, National Seminar on Computer Science and Information Technology V (SNIKTI V), Bogor, Indonesia, 2004.[Diest 98] Diestler, Sherry, Becoming a Critical Thinker, Prentice-Hall, NJ 1998[Burke 99] Burke, Kay; The Mindful School: How to Assess Authentic Learning revised Ed; Hawker Brownlow Education, Australia1999[Gagne 05] Gagne, Robert M et al., Principles of Instructional Design 5th Ed.,Thomson Wadsworth, Singapore, 2005.[Garri 2005] Garrison D. R, Terry Anderson, E-Learning in the 21st Century, RoutledgeFalmer, London 2005.[Knight 95] Knight, Peter (Editor), Assessment for Learning in Higher Education, Kogan Page, London 1995.[Ehlers 2003] Ehlers, U. (2003a). Qualität beim E-Learning. Empirische Grundlegung und Modellkonzeption einer subjektorientierten Qualitätsentwicklung. Dissertation. Bielefeld. 26
  • 27. [Sunarini 2003] Tesis MTI, 2003[Klobas dan Renzi 2000] Klobas, J. dan Renzi, S. (2000) Selecting Software and Services for Web-based Teaching and Learning. dalam [Sunarini 2003].[Bilton Ward, 1997] Bilton-Ward, A. . (1997), Virtual Teaching : An Educators Guide. Waco TX : Center for Occupational Research and Development. dalam [Sunarini 2003].[LeJuene] LeJeune, N. (1998) Learner-centered strategies in Web-based instruction for Adults. University of Colorado at Denver. dalam [Sunarini 2003].http://ouray.cudenver.edu/~nflejeun/doctoralweb/Courses/IT6710_Theory_of_Instruct ional_Technology/lcstrate (10 Juni 2003) dalam [Sunarini 2003].[Locatis] Locatis, C. (1999) Collaborative Learning and Distance Education Online. An Online Education Sourcebook. Washington DC : US National Library of Medicine. www.tlc.nlm.nih.gov/resources/publications/sourcebook/cooperativele arning.htm (3 Juni 2003) dalam [Sunarini 2003].[UNRI06] Situs Resmi Universitas Riau, http://www.unri.ac.id/web-site/fakultas/ fmipa/math/tray/index.htm[UNUD06] Situs ResmiUniversitas Udayana, http://www.unud.ac.id/tentang_unud/index.htm[FASI06] Situs Resmi Fakultas Ilmu Komputer Universitas Indonesia, http://www.cs.ui.ac.id 27
  • 28. APPENDICES 28
  • 29. Appendix 1: Syllabus of DPBO in Universitas UdayanaSandi Mata Kuliah : IK522531Mata Kuliah : Pemrograman Berorientasi Obyek (Bahasa Java).Bobot Sks : 3 Sks (2 – 1)Prasyarat : Pemrograman Komputer IITujuan Perkuliahan 1. Memberikan review pemahaman kepada mahasiswa mengenai paradigma pemrograman berorientasi obyek dan konsep-konsep penting dalam paradigma pemrograman berorientasi obyek dan konsep-konsep penting dalam paradigma tersebut, serta penggunaan konsep-konsep tersebut dalam bahasa java. 2. Mahasiswa dapat menganalisis dan mendesain suatu program berorientasi obyek dalam bahasa java.Materi 1. Pengenalan Java, First Simple Program. 2. Struktur kontrol alur program. 3. Class, Object, Method, Array. 4. Pemrograman berorientasi obyek (Encapsulation, Polymorphism,Inheritance) 5. Penanganan string, Package, Interface. 6. Penanganan Eksepsi, Multithreaded Programming, Sinkronisasi, File Stream. 7. Analisis dan Desain berorientasi obyek.Daftar Pustaka 1. Herbert Schildt, Java2 : A beginner’s Guide, Second Edition, McGraw- Hill/Osborne. 2. Patrick Naughton, Java Handbook : Konsep dasar pemrograman java, McGraw-Hill/Osborne. 3. Onno W. Purbo, Trik Pemrograman Java untuk jaringan dan Internet, ElexMedia Komputindo. 4. Hadi Sutopo, Ariesto, 2002, Analisis Dan Desain Berorientasi Obyek. J&J Learning Yogyakarta. 29
  • 30. Appendix 2: Programming AssignmentAssignments:- Two (2) individual programming assignments- Two (2) pair programming assignments- One (1) Team assignment (programming and presentation) (group of 5-7)Assignments Expectation:• Assignment 1 - Individual: Student is expected to be able to program in java including using simple GUI, specifically: • understand and able to use control flow in java • understand basic stucture of java program • be able to create applet • be able to create simple GUI • understand how string is used in java • in writing well documented program• Assigment 2 - pair Student is expected to be able to develop an OO program in Java. Student should : • be able to identify the objects including its attributes and methods • be able to take to differentiate between OO and non-OO approaches. • understand how those objects combined as one application • be able to use inheritance and polymorphism • be able to debug their program using blueJ or JDB. • describe the OO design using diagram • be able to capture and analyse the problem and design an OO solution. • organize 3-5 classes in their programs.• Assigment 3 - pair Student is expected to understand more feature of java and OO. Student should • be able to use exception handler • understand abstract class and multiple inheritance • be able to use java library and extend it • use collection • describe the OO design using diagram • be able to capture and analyse the problem and design an OO solution • organize 6-8 classes in their programs.• Assigment 4 - individual Student is expected to able to do design and programming in OO and Java. Student is expected to... • be able to show modularity in their OO design. • understand the weakness and strength of OO and Java. • understand inner class and its uses • write assertion and annotation in their code including code comments. • understand generic programming in java (generic java) • be able to avoid runtime error because of casting • organize 6-8 classes in their programs.• Assigment 5 - team Student is expected to be able to develop a project based on OOP. Student should • be able to apply OOP methodology and follows the phases 30
  • 31. • be able to show the advantages of using OO and Java compare to non-OO approaches.• be able to capture a more complex problem and design an OO solution of it.• be able to communicate their design and result.• be able to work in team.• understand and use java library for datatype and collection• conduct sufficient test using Junit• be able to write optimize code and using profiling if possible.• use tools which could improve their productivity such as ant, blueJ, junit, eclipse, netbeans.• organize 10-15 classes in their programs. 31
  • 32. Appendix 3: Teaching Guidance (Module 1)Module: 1 – Introduction to Objectweek : 1Topic : Introduction to ObjectGeneral Expectation: Student is introduced to the notion of object. Student shouldunderstand the motivation behind the Object-Oriented Paradigma. It covers theadvantages OO provide. The weakness and critique of the structured paradigm. Sub-topic Expectation Method / Visualization NotesWhat is object Student recognizes the l Glossary object oriented l Group discussion. terminology and able to Subject: Identify communicate and discuss Object in daily live. using those terms correctly. Students are expected to identify object and describe it using the given terminology.History of OO Student understood that l Lecture the OO paradigm is l Reading material introduced to improve the previous programming paradigm. Student knows the background story behind this OO.Why OO Student understand the l Lecture It is quite advantages and l Group Discussion. difficut to disadvantages of OO. Subject: the explain why Student is able to identify weakness of OO is better the weakness of structured than other structured programming programming without first compare to OO. understand what is OO. Therefore the lecturer should focus more on case studies.OO characteristic Student knows the l Lecture Students are characteristic of OO. not expected to be able to identify it in program yet. 32
  • 33. running and Student able to run and l Tutorial The programcompiling java compile a java program. l Example source code l self study. Student is is given. We expected to be able also provide: to compile and run a The manual hello world of how to program. Student is compile and not expected to run the write the code. They program, The are only required to expected compile and observe output, the output. common error. 33
  • 34. Appendix 4: Worksheet 1Working SheetModule : 1 – Introduction to ObjectName :Student ID:Date:Give a short answer for the following question: 1. Provide the meaning of the following term: a) object b) class c) attributes d) inheritance e) re-use f) encapsulation 2. Apply the previous term on the following word, explain your reasoning in few sentences: a) lecture b) student c) dean d) people e) staff f) name g) birth date 3. Summarize in few sentences the material you read about the history of OO. Dont forget to mention the source material. 4. Mention at least one argument why should we use OO and why not. 5. Compile and run the following code. Write down the output and the command line to compile and run the program using JDK. 34
  • 35. class People{   String name;   People(String name){ this.name = name;   }   public String toString(){    return name;   } } public class HelloPeople {class People{   public static void main(String[] args) {  String name;     System.out.println("Hello there, its: ");  People(String name){     System.out.println(new Date()); this.name = name;  }    System.out.println("Cheers,");     System.out.println(new People("<put your name here>"));   public String toString(){     } return name;  }}}public class HelloPeople {  public static void main(String[] args) { 6.Ex    System.out.println("Hello there, its: "); plain    System.out.println(new Date()); why    System.out.println("Cheers,"); the    System.out.println(new People("<put your name here>"));   } given} program has (does not has) the OO characteristics. 35
  • 36. CURRICULUM VITAE 36
  • 37. Yova Ruldeviyani yova@cs.ui.ac.idDate of Birth: 20th September 1972Place of Birth: Jakarta, IndonesiaNationality: IndonesianEducation1997-2001 Faculty of Computer Science, Universitas Indonesia M.Sc. (GPA: 3.79/4.0). “Automation of Trigger Patterns Dictionary Construction in Information Extraction”1991-1996 Faculty of Computer Science, Universitas Indonesia B.Sc. Graduated High Distinction (GPA: 3.42/4.0). “Reusability Tools for Object Oriented Analysis and Design”Work Experience1999-present Faculty of Computer Science, Universitas Indonesia Lecturer, courses: Database Systems, Object Oriented Programming. Instructor, various in-house training seminars in database systems, 1995-2000. IT Consultant, developing Information Technology Plan for PT. Jasa Raharja (an insurance company in Indonesia), 2000. Project Manager, Intranet Application for PT. Krakatau Steel (the biggest steel company in Indonesia) using Oracle and Perl, 1997-1998. Project Supervisor, Indonesian Spelling Checker for Lotus SmartSuite, cooperate with Lotus Inc, 1997. Team Leader, Study on Origin-Destination Profiles of Indonesian Transportation, 1996. Research Assistant, Object-Oriented CASE development, 1993-1996.2001-2004 International Office, Curtin University of Technology Tutor for IT-related subjects for AusAID students1999 PostGraduate Accounting Program, Universitas Indonesia Associate Lecturer, courses: Database Systems1996-2000 PostGraduate Library Science Program, Universitas IndonesiaAssociate Lecturer, courses: Database Systems2000 Gramedia Book Store, Jakarta, Indonesia (biggest bookstore in 37
  • 38. Indonesia) Team Leader, developing an Inventory Management System using SQL Server and Visual Basic1999 Al-Izhar Islamic School, Jakarta, Indonesia Project Manager, developing an Information Technology Infrastructure, setting-up the network and develop an intranet-based School Information Systems using SQL Server and ASP.1996-1997 PT. Citra Transpor Nusantara, Jakarta, Indonesia (one of the biggest taxi company in Jakarta) Project Manager, developing a complete Taxi Information System using FoxPro.Awards and Honors1998 Scholarships for Civil Servant from Indonesian Government (forM.Sc) 38
  • 39. ADE AZURAT Faculty of Computer Science University of Indonesia Depok, Indonesia Phone: 0062-21-786 3419 ext.3309 Email: ade@cs.ui.ac.id WWW: http://www.cs.ui.ac.id/~adeDate of Birth: 12 December 1976Place of Birth: Jakarta, IndonesiaNationality: IndonesianEDUCATION 2005- Phd Student, ... Faculty of Computer Science, University of Indonesia, Depok, Indonesia Project subject: Towards Modular and Compositional Verification Promotor: Prof. Belawati Wijaya, PhD and L.Y. Stefanus, PhD. 1999-2 AiO (Assistant in Opleiding) 004 University of Utrecht , Netherland Project subject: Verification of Distributed Systems Supervisor: Prof. Dr. S.D. Swiestra and Dr. Wishnu Prasetya 1995-1 Bachelor of Science in Computer Science, 999 Faculty of Camputer Science University of Indonesia, Depok, Indonesia Thesis subject: Information Retrieval using probabilistic inference network GPA: 3.51/4.0, Graduated Cum LaudePROJECT WORK 2000-2001 Operational semantic of UNITY, Utrecht, AiO University of Utrecht, Netherland Formalize the operational semantic of UNITY logic in hol Theorem prover Define the operational semantic of UNITY Verify and prove the soundness of the formalism Studying formalization in HOL Theorem Prover 2002-2003 xMech, Utrecht, AiO University of Utrecht, Netherland Develop a program verification tool in ML Define a programming logic for imperative programmnig Define a programming logic for distributed programmnig Provide basic interface to theorem prover HOL 2003-2004 AGMech, Utrecht, AiO University of Utrecht, Netherland Develop a compositional method to implement programing logic in Attribut Grammer system Studying Parser Combinator and Attribute Grammar Develop a compositional programming logic using algebra 2004-2005 Developing Technology for Specifying and Generating Critical Data Processing Program, Menristek NKRI, RUTI Fasilkom UI, Universitas Indonesia develop a program verification for database application supervising several students final project verification of SET case study using LinguHOL 39
  • 40. 2005 Verification and Visualization of Component Software, Dikti, Hibah-B Fasilkom UI, Universitas Indonesia develop a program verification for component software architecture – Javabean design the programming logic framework for component software formalization of programming logic framework for component software in HOL supervising several students final project formal understanding of componetn software dependencyTEACHING EXPERIENCE1996-1997 Faculty of Computer Science, UI. Teaching Assistant, Undergraduate Program (S1) Course: Fundamental of Programming1998-1999 Faculty of Computer Science, UI Teaching Assistant, Graduate Program (MTI – S2) Course: Software Engineering1998 TOKI – Tim Olimpiade Komputer Indonesia Trainer Assistant, Last Selection for the International Olympic of Informatics. Assist s the highschool student on their last training and selection.2002-2003 Informatica institute, Utrecht University, Netherlands Teaching Assistant, Undergraduate Program. Courses: Compiler and Parser, Functional Programming, Software Correctness.2004-now Faculty of Computer Science, UI. Fulltime Lecturer Courses: Advanced Programming, Algorithm Analysis and Design, Object Oriented Programming and Design.ACHIEVEMENTS AND SCHOOLS1999 IPA Falldays 1999 on Component-based Software Technology, November 8-12 1999, Dordrecht, The Netherland2000 Scholarship, EEF Foundations school in Deduction and Theorem Proving Heriot-Watt University, Edinburgh,6-16 April 2000, dollar value: USD 500 Scholarship, The LINEAR International Summer School (Linear Logic and Applications) August 30 to September 7, 2000, Azores, Portugal, USD 1000 Scholarship, IPA Springdays 2000 on UML, April 26-28 2000, Eindhoven,The Netherland Scholarship, IPA Falldays 2000 on Applied Algorithm Design, November 20-24 2000, Millingen aan de Rijn,The Netherland 40
  • 41. 2001 NATO Advanced Study Institute on Proof and System-Reliability, Martoberdorf, Germany, 24 July- 5 august 2001 IPA Spring 2001 on Security, April 18 to 20, Heeze, The Netherland IPA Basic Course on Software Technology 2001,May 28 - June 1 2001,Utrecht, The Netherland2005 Achievement, Winner of Research and Development Category APICTA Indonesia 2005 from LinguSQL tool project (as part of RUTI-AgI team).SOFTWARE PRODUCT2002,2004 Library !Unity & compositional theory di HOL, Join work with Dr. Wishnu Prasetya, University of Utrecht, Netherland http://www.cs.uu.nl/~wishnu/research/projects/unity2003 XMech- Verification tool Join Work with Dr. Wishnu Prasetya, University of Utrecht, Netherland http://www.cs.uu.nl/~wishnu/research/projects/xMECH/2004-2005 LinguSQL Join work in RUTI-Agi team, Faculty of Computer Science, University of Indonesia http://www.cs.ui.ac.id/kuliah/riset/ruti/AGi Patent/Copyright Pending Number: C00200601298-1335, Ministry of Justice – Indonesia 41
  • 42. Azmiwati SukainahContact azmiwati@cs.ui.ac.idEducation • Master of Multimedia Computing (2003-2004) Monash University, Melbourne • Bachelor of Informatics Management (1991-1996) Gunadarma University, JakartaWorking Experience • Lecturer at University of Indonesia (2006-present) • System Analyst at PT. Hollitech (2004-2006) Projects: ABN Amro Netherlands, Reporting Tool Deutsche Bank Jakarta, Tax Reporting Tool • Lecturer at Gunadarma University (1996-2002) 42
  • 43. LETTER OF INTENT 43

×